Learner's Motivation and Diversity

Learning Motivation, Diversity and Legitimate Knowledge

[Name of the Instructor]

Abstract

This research proposal is formulated to find the relation between learners' motivation and diversity and what counts as legitimate knowledge. To understand this phenomenon, various academic studies are put under consideration to generate the rationale for conducting the research. Based upon those secondary studies, three hypotheses are generated, which suggest about various possibilities of the research. The research methodology is selected as qualitative with interviews and surveys as instruments of collecting information. Cluster sampling is used to distribute diverse groups of learners in various categories accordingly. It is also kept in mind that no unethical or element of biasness should involve in the research to pursue it effectively, with factual findings.

Table of Content

Introduction1

Background Study1

Hypotheses2

Literature Review2

Self-Determination Theory3

Herzberg's Two-Factor Theory3

Incentive Theory3

Drive-Reduction Theory4

Literature on Diversity in Learning4

Research Methodology4

Research Design4

Sampling Size5

Research Instrument5

Data Analysis Process5

Protection of Rights6

Discussion6

References8

Learning Motivation, Diversity and Legitimate Knowledge

Introduction

This research proposal is formulated to find the relationship between learning motivation, diversity and what counts as legitimate knowledge. This paper will elucidate the phenomenon of managing learning projects for young people. There are several theories and studies conducted to study the learning behavior of people fall under various age groups. There are also several studies, which illustrates the learning process in human beings (Schober, A, et al., 2012). To propose this research model, a methodology is formulated to accomplish the desired results from the study.

Background Study

There are several studies conducted to explain this phenomenon with theoretical, academic and scholarly arguments. Various intellectuals have clarified the learning motivation experience (Schober, A, et al., 2012). Learning motivation in children occurs from everything they do. Every young learner has a curiosity to explore and discover the unknown. However, is the curiosity of learning please young learners, and provide them pleasure and success, than they demands to learn more. Children who receive appropriate support and encouragement would become adventurous learner in their lives (Ying, C. I. et al., 2012). There are four behavioral characteristics, which indicate the learning motivation in young learner. The four characteristics are persistence, choice of challenges, dependence on adults and Emotions (Ainley, M., 2006). Diversity in learning can be considered in various aspects. Firstly, the diversity in learning refers that each individual learner is different from all other learner, have a particular set of characteristics and capacity of learning. It is expected that no stereotyping should be practiced, and each individual student should be treated as a separate entity. Diversity not only refers to cognitive diversity among learners, but also includes social, cultural and ethnic diversity in their lifestyle, psychographics and demographics (Desmond, K, et al., 2011). Considering knowledge legitimation, it is a fact that knowledge is legitimated it is genuine and cannot be taken back from any individual (Phalet, K. et al., 2004). Whereas, power is considered as bestowed because it is awarded and can be taken back.

Hypotheses

Considering the topic and background of the study, there are three hypotheses generated. All three hypotheses are derived principally on the secondary data ...